Sound symbolism facilitates early verb learning

Some words are sound-symbolic in that they involve a non-arbitrary relationship between sound and meaning. Here, we report that 25-month-old children are sensitive to cross-linguistically valid sound-symbolic matches in the domain of action and that this sound symbolism facilitates verb learning in young children. We constructed a set of novel sound-symbolic verbs whose sounds were judged to match certain actions better than others, as confirmed by adult Japanese- as well as English speakers, and by 2- and 3-year-old Japanese-speaking children. These sound-symbolic verbs, together with other novel non-sound-symbolic verbs, were used in a verb learning task with 3-year-old Japanese children. In line with the previous literature, 3-year-olds could not generalize the meaning of novel non-sound-symbolic verbs on the basis of the sameness of action. However, 3-year-olds could correctly generalize the meaning of novel sound-symbolic verbs. These results suggest that iconic scaffolding by means of sound symbolism plays an important role in early verb learning.     

A developmental shift from similar to language-specific strategies in verb acquisition: A comparison of English,Spanish, and Japanese

The world’s languages draw on a common set of event components for their verb systems. Yet, these components are differentially distributed across languages. At what age do children begin to use language-specific patterns to narrow possible verb meanings? English-, Japanese-, and Spanish-speaking adults, toddlers, and preschoolers were shown videos of an animated star performing a novel manner along a novel path paired with a language-appropriate nonsense verb. They were then asked to extend that verb to either the same manner or the same path as in training. Across languages, toddlers (2- and 2.5-year-olds) revealed a significant preference for interpreting the verb as a path verb. In preschool (3- and 5-year-olds) and adulthood, the participants displayed language-specific patterns of verb construal. These findings illuminate the way in which verb construal comes to reflect the properties of the input language.     

How do shy people expand their social networks? Using social surrogates as a strategy to expand one's network

The authors examined the use of social surrogates by shy people to expand their social network when entering a new environment, following Bradshaw's social surrogate hypothesis. The authors conducted a panel survey of 70 friendship pairs of students 7 months after they entered university. The results revealed that when a friend acted as a surrogate, the shy students extended their joint networks more. In contrast, not-shy students extended their networks regardless of whether a friend acted as a surrogate. These results indicate that even shy people can adjust indirectly to new social circumstances because they can expand their social networks by using a close friend as a surrogate.     

Effects of Voluntary and Automatic Control of Center of Pressure Sway During Quiet Standing

The authors investigated the effects of voluntary and automatic control on the spatial variables (envelope area, maximal amplitude, and root mean square [RMS]) of center of pressure (COP) displacement during quiet standing and identified differences in their postural control strategies (mean velocity [MV], mean power frequency [MPF], and power density). COP data were recorded under relaxed (experimental control), still (voluntary control), and dual (automatic control) conditions. RMS was significantly lower in the still and dual conditions than in the relaxed condition. MV, MPF, and power density were significantly higher in the still condition than in the dual condition. These results indicate that both voluntary and automatic control decrease the spatial variables of COP displacement; however, their postural control strategies are different.     

All Giraffes Have Female‐Specific Properties: Influence of Grammatical Gender on Deductive Reasoning About Sex‐Specific Properties in German Speakers

Grammatical gender is independent of biological sex for the majority of animal names (e.g., any giraffe, be it male or female, is grammatically treated as feminine). However, there is apparent semantic motivation for grammatical gender classes, especially in mapping human terms to gender. This research investigated whether this motivation affects deductive inference in native German speakers. We compared German with Japanese speakers (a language without grammatical gender) when making inferences about sex‐specific biological properties. We found that German speakers tended to erroneously draw inferences when the sex in the premise and grammatical gender of the target animal agreed. An over‐generalization of the grammar–semantics mapping was found even when the sex of the target was explicitly indicated. However, these effects occurred only when gender‐marking articles accompanied the nouns. These results suggest that German speakers project sex‐specific biological properties onto gender‐marking articles but not onto conceptual representations of animals per se.     

Who is crossing where? Infants' discrimination of figures and grounds in events

To learn relational terms such as verbs and prepositions, children must first dissect and process dynamic event components. This paper investigates the way in which 8- to 14-month-old English-reared infants notice the event components, figure (i.e., the moving entity) and ground (i.e., stationary setting), in both dynamic (Experiment 1) and static representations of events (Experiment 2) for categorical ground distinctions expressed in Japanese, but not in English. We then compare both 14- and 19-month-old English- and Japanese-reared infants’ processing of grounds to understand how language learning interacts with the conceptualization of these constructs (Experiment 3). Results suggest that (1) infants distinguish between figures and grounds in events; (2) they do so differently for static vs. dynamic displays; (3) early in the second year, children from diverse language environments form nonnative – perhaps universal – event categories; and (4) these event categories shift over time as children have more exposure to their native tongue.     

Hemodynamic and electrophysiological relationship involved in human face processing: evidence from a combined fMRI-ERP study

Functional magnetic resonance imaging (fMRI) and event-related potential (ERP) experiments were conducted in the same group of subjects and with an identical task paradigm to investigate a possible relationship between hemodynamic and electrophysiological responses within the brain. The subjects were instructed to judge whether visually presented stimuli were faces or houses and then press the corresponding button. Functional MRI identified face- and house-related regions in the lateral and medial part of the fusiform gyrus, respectively, while ERP showed significantly greater N170 negativity for face than for house stimuli in the temporo-occipital electrodes. Correlation analysis between the BOLD signal in the fusiform gyrus and ERP parameters demonstrated a close relationship between the signal and both latency and amplitude of N170 across the subjects. These correlations may indicate that the variation in cognitive demand and hemodynamic responses during the face/house discrimination task is coupled with the variation of N170 peak latency/amplitude across the subjects. Thus, integrative analysis of spatial and temporal information obtained from the two experimental modalities may help in studying neural correlates involved in a particular cognitive task.     

Left posterior auditory-related cortices participate both in speech perception and speech production: Neural overlap revealed by fMRI

Recent neuroimaging studies and neuropsychological data suggest that there are regions in posterior auditory cortex that participate both in speech perception and speech production. An outstanding question is whether the same neural regions support both perception and production or whether there exist discrete cortical fields subserving these functions. Previous neurophysiological studies suggest that there is indeed regional overlap between these systems, but those studies used a rehearsal task to assess production. The present study addressed this question in an event-related fMRI experiment in which subjects listened to speech and in separate trials, performed a covert object naming task. Single subject analysis revealed regions of coactivation for speech perception and production in the left posterior superior temporal sulcus (pSTS), left area Spt (a region in the Sylvian fissure at the parietal-temporal boundary), and left inferior frontal gyrus. These results are consistent with lesion data and previous physiological data indicating that posterior auditory cortex plays a role in both reception and expression of speech. We discuss these findings within the context of a neuroanatomical framework that proposes these neural sites are a part of an auditory-motor integration system.     

基于社会文化规范下的自我调控过程的中日比较

该研究通过个体对社会规范的积极性认同态度与行动意向的关联程度,建立自我调控过程中社会文化性差异的假设模型。对日本大学生（305人）、中国大学生（384人）、中国大学生父（或母,329人）进行社会规范认同态度及行动意向问卷调查,利用AMOS软件进行了多组比较的结构方程模型的协方差结构分析,结果显示：1）在血缘关系性社会规范方面,日本大学生、中国大学生、中国大学生父母三群体积极性认同态度对行动意向影响无显著差异;2）在社会职责性社会规范方面,日本大学生、中国大学生、中国大学生父母三组间的积极性认同态度与行动意向关联差异显著。日本大学生对于社会职责性社会规范进行更有效的自我调控;3）除两国间文化差异以外,中国大学生与其父母间对于（最初预想以外的第三因素）自我付出性社会规范的自我调控过程也呈现显著差异。     

Word learning does not end at fast-mapping: evolution of verb meanings through reorganization of an entire semantic domain

This paper explores the process through which children sort out the relations among verbs belonging to the same semantic domain. Using a set of Chinese verbs denoting a range of action events that are labeled by carrying or holding in English as a test case, we looked at how Chinese-speaking 3-, 5-, and 7-year-olds and adults apply 13 different verbs to a range of carrying/holding events. We asked how children learning Chinese originally divide and label the semantic space in this domain, how they discover the boundaries between different words, and how the meanings of verbs in the domain as a whole evolve toward the representations of adults. We also addressed the question of what factors make verb meaning acquisition easy or hard. Results showed that the pattern of children’s verb use is largely different from that of adults and that it takes a long time for children to be able to use all verbs in this domain in the way adults do. We also found that children start to use broad-covering and frequent verbs the earliest, but use of these verbs tends to converge on adult use more slowly because children could not use these verbs as adults did until they had identified boundaries between these verbs and other near-synonyms with more specific meanings. This research highlights the importance of systematic investigation of words that belong to the same domain as a whole, examining how word meanings in a domain develop as parts of a connected system, instead of examining each word on its own: learning the meaning of a verb invites restructuring of the meanings of related, neighboring verbs.